The research register for this journal is available at http://www.emeraldinsight.com/researchregisters IJSHE 3,3 288 The current issue and full text archive of this journal is available at http://www.emeraldinsight.com/1467-6370.htm Sustainable development in higher education in the Philippines The case of Miriam College Victoria M Segovia and Angelina P Galang Miriam College, Quezon City, The Philippines Keywords Sustainable development, Higher education, The Philippines Abstract The Philippines is one of the signatories to the historic Agenda 21 and was noted to be among the first countries to establish a National Council for Sustainable Development Ten years after Rio, global society is again confronted with the question of whether sustainable development as a concept, philosophy and practice has improved the lives of peoples in different countries and cultures This article attempts to discuss initiatives through which tertiary education has helped bring about sustainable development in the Philippines It posits that for sustainable development to happen it must take root in the consciousness and cultures of society, a task in which education plays a very important part The article discusses the efforts of two national networks for environmental education, the Environmental Education Network of the Philippines, Inc (EENP) and the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM), which advocate for the integration of sustainable development in school curricula as well as in campus administration and organizational culture It also includes the pioneering efforts of one institution, Miriam College, to integrate environmental education in its programs as part of its mission and commitment to become a genuine ‘‘steward of creation’’ The late 1980s brought into the forefront of development theory the concept of sustainable development Sustainable development means many things to many people To some it is a contradiction impossible to achieve; to others it is a new and holistic vision of the future To the World Commission on Environment and Development who defined the term as ‘‘development that meets the needs of the present generation without compromising the needs of the future generations’’, the concept was both a possibility and an absolute necessity for the survival of our planet (White and Whitney, 1990) Ten years after Rio, global society is again confronted with the question on whether the concept of sustainable development has taken root in the consciousness and cultures of various nations; a process in which education plays an important role This paper discusses initiatives by which tertiary education in the Philippines helps bring about a sustainable development paradigm in the consciousness of the Filipino people International Journal of Sustainability in Higher Education, Vol No 3, 2002, pp 288-296 # MCB UP Limited, 1467-6370 DOI 10.1108/14676370210434741 Background: a national framework for sustainable development The Philippines is one of the signatories to the historic Agenda 21 – the global blueprint for sustainable development forged during the United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro in 1992 In order to operationalize this commitment, the country formulated Higher education Philippine Agenda 21 or PA 21, also known as the National Agenda for in the Sustainable Development PA 21 declares its vision as ‘‘a better quality of life Philippines for all and the development of a just, moral, creative, spiritual, economicallyvibrant, caring, diverse yet cohesive society characterized by appropriate productivity, participatory and democratic processes, and living in harmony 289 within the limits of the carrying capacity of nature and the integrity of creation’’ (Phillipine Council for Sustainable Development, 1997, Section 1.4) Furthermore, then President Fidel V Ramos created the Philippine Council for Sustainable Development (PCSD) through Executive Order No 15, dated 15 September, 1992 It is worth noting that the Philippines was the first country to establish its national council for sustainable development right after UNCED Its mandate was to expand, concretize and operationalize sustainable development at the national level PCSD is composed of representation from government, business/labor and civil society However, even before UNCED, the Philippine Strategy for Sustainable Development (PSSD) was already adopted by the government in 1989 It was developed to serve as a framework for environment and development issues, and designed to achieve sustained economic growth without further depleting natural resources and sacrificing the quality of the environment One of the policy thrusts of PSSD is the promotion of environmental education (EE) EE hopes to develop responsible environmental behavior in citizens, individuals and as social groups PSSD recognizes that the imperatives of sustainable development necessitate a reorientation in the fundamental values of society Thus, the creation of a well-informed and motivated mass base is seen as the key strategy to the long-term conservation of natural resources and the protection of the Philippine ecosystems Hence, the formulation and implementation of a comprehensive information, education and communication advocacy plan is part of the efforts to mainstream the principles of PA 21 in the various efforts of all stakeholders (Phillipine Council for Sustainable Development, 1997) How did tertiary education in the Philippines fit into this framework? Environmental education and sustainable development The National Environmental Education Action Plan (NEEAP) of 1992 was spearheaded by the Environmental Management Bureau (EMB) of the Department of Environment and Natural Resources (DENR) in cooperation with the Department of Education, Culture and Sports (DECS – now, Department of Education-DepEd) It defined the goal of environmental education in the country and identified key strategies and programs for both the formal and non-formal sectors in EE It is directed toward the resolution of the most pressing and urgent environmental problems of the country, and seeks to provide a comprehensive education response and direction to the plight of the Philippine environment Due to scarce resources and manpower IJSHE 3,3 290 availability, however, the NEEAP committee on education decided that priority should be the elementary and secondary levels For NEEAP, environmental education is the process by which the people develop awareness, knowledge and concern of the environment and its diverse values and processes, and learn to use this understanding to preserve, conserve and utilize the environment in a sustainable manner for the benefit of present and future generations It involves the acquisition of skills, motivations and commitments to work individually and collectively toward the solution of current environmental problems and prevention of new ones NEEAP has pointed out that while EE in the elementary and secondary education levels is expected to orient and develop students’ perception and values as well as encourage their active participation toward environmental protection and conservation, EE in higher education should contribute to the deepening of knowledge and developing the necessary skill for the management and improvement of environmental quality conducive to the wellbeing of the Filipino people EE should help develop at this level a critical mass of specialists for the management and sustainability of environmental resources For non-specialists, EE should incorporate important environmental perspectives in the general education curriculum as well as the specialization subjects of all professional disciplines (Padolina, 1996) In October 1996, the Environmental Education Network of the Philippines, Inc (EENP) organized the 1st Philippine Congress on Tertiary Environmental Education[1] to bring educators and practitioners together to discuss the role in environmental protection of the following professions: medicine, law, business, engineering, architecture and planning This effort to green the professions began with the formation of green values and holistic value systems that prepare young professionals to think in the broad terms required in environmental decision making While this article addresses the subject of sustainability in higher education, it might seem that the focus is still on the environment since the discussions appear focused on ‘‘environmental education’’ Perhaps this would be the position of those who believe that UNCED was too strongly biased for the environment when sustainable development should give equal attention to the economic and social dimensions While the authors agree on the need to integrate these three main concerns, still the impact of environmental destruction on the economy and the social dimensions of development remain a most vital issue It might be interesting to note that the history of environmental education has coincided with the evolving concepts of sustainability and development The role of academic networks in sustainability in higher education A brief look at the two biggest networks on environmental education illustrates what academic groups in the Philippines are doing to promote sustainable development The EENP is a national network of 68 academic and research institutions Higher education throughout the country and one national federation of NGOs It was formed in in the 1987 with funding first from Ford Foundation and later from the Canadian Philippines International Development Agency Since 1994, the network has subsisted mainly on membership fees with assistance from other groups for specific projects Its board of directors come from member institutions and it runs the 291 operations of the network Its vision is that of a ‘‘rehabilitated, secure and healthy environment for present and future generations’’ Its mission is ‘‘the promotion of sustainable development through a strong and independent network of Philippine institutions able to provide national and local governments, private firms, nongovernment organizations, people’s organizations and local communities advice and expertise on environmental education, policies and programs appropriate to local, regional and national conditions’’ The objectives of EENP are: to create a network of regional colleges, universities, research centers and NGOs which cooperatively promotes the advancement of environmental education in all levels and sectors; to develop collaborative activities leading towards the sustainable management of the country’s natural resources; to coordinate instruction, research and extension initiatives among environmental and educational institutions in the country as well as provide mechanisms for linking up these initiatives with global and regional (especially in Southeast Asia) environmental programs The strategies which the network employs involve teacher training, curriculum development, research and outreach programs and other aspects of environmental education based on the sustainable development paradigm Development of EE programs has relied on resources within the network for information sharing, training, curriculum development and program assessment For example, it has developed an EE assessment program for ‘‘Dark Green Schools’’ for use of its members and hopefully, by others A team of trainers has gone around the country giving EE training The EENP traditionally holds two congresses a year focused on the ‘‘hot issues’’ that affect society One congress is held in any of the provinces of the islands, which is usually focused on regional issues, while the other, that is held in Metro Manila, is usually focused on national issues Among critical issues in the country tackled by the EENP congresses are: clean air, alternative sources of energy, genetically modified organisms, and others The Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM) is a network of 380 colleges and universities also from all over the country which started in 1995 It is government-supported with its secretariat functions provided by the Environmental Management Bureau (EMB) of the Department of Environment IJSHE 3,3 292 and Natural Resources (DENR) The association’s board of directors consists of regional representatives who serve as the bridge between the national board and the schools in their regions The strong desire to coalesce and establish linkages from the academic community in the tertiary level gave rise to the establishment of PATLEPAM This was formally established within the Senior Educators’ Assembly in Environmental Planning and Management on 29-30 April 1996 with about 500 presidents and other senior officials of higher education institutions nationwide in attendance PATLEPAM aims to optimize tertiary level educational institutions’ potential for the systematic delivery of environmental education, training and research for sustainable development at the local levels It envisions higher education institutions equipped with knowledge and skills for the management of resources for sustaining productivity and ecological integrity More than networking higher education institutions, part of PATLEPAM’s strategic advantage is its formal networking with the Commission on Higher Education (CHED), the Environmental Management Bureau (EMB) and the President of the EENP The heads of these institutions are ex-officio members of the board of PATLEPAM The four vice-presidents represent Metro Manila and the three big island groups in the country, namely: Luzon, Visayas and Mindanao Among its accomplishments are the: organization of three educators’ training on environmental impact assessment; a National Trainers Training on Environmental Education at the tertiary level, with regional trainings already done for regions six and eight; and the mobilization of higher education institutions for seminar-workshops, regional assemblies and community undertakings like adopt a street, park, mountain and community PATLEPAM spearheaded the drawing up of a National Environment Research Framework, which is designed to guide the research directions of the various member institutions and CHED in the pursuit of sustainable development Under the aegis of PATLEPAM, a book on environment and sustainable development was released in 2000, to provide reference material that can support the infrastructure in the association’s proposal to CHED to institute a three-unit course, ‘‘Environment and sustainable development’’ for inclusion in the general curriculum of higher education Over and beyond integration of EE in the curriculum for general and professional education, the field of environmental studies/science has come into its own Many members of the EENP and PATLEPAM now offer environmental programs in bachelors, masters and doctoral levels However, while there is universal agreement on the need to care for the Higher education environment, most graduates find that there is no ready niche for them in the in the job market Environmental jobs are not yet part of the mainstream, where Philippines accountants, resources managers, and secretaries are abundant This is true in spite of the fact that industries are required to have in-house environmental/ pollution control officers Often the job is an adjunct of an existing office and 293 the person in charge often has a traditional degree like engineering and some training on the environment The usual employers are government agencies like the Department of Environment and Natural Resources, but these are limited Non-traditional absorbers of these graduates are environmental nongovernmental organizations, which have mushroomed over the past decade It seems that environmental specialists must develop their own market to convince society and specific sectors of their relevance as specialists, not readily substituted for by traditional professions with an environmental perspective The Environmental Studies Institute: a model program at Miriam College Any discussion on environmental education must include the pioneering efforts of Miriam College Foundation with regard to environment and sustainable development Founded as an exclusive convent school for girls in 1926, the school envisioned its graduates to combine sound academic preparation with a strong commitment to community service Its three core values have been declared as: (1) peace (kalayaan); (2) justice (katarungan); and (3) integrity of creation The Environmental Studies Institute (ESI) is founded on the third core value, which states: ‘‘We are committed to the stewardship of creation Miriam College draws on its capabilities and charisma to help sustain the health of our planet on which all life depends’’ Miriam College started its environmental thrust in 1973 through a module on pollution in the seniors’ curriculum Since then, various innovations have led to the integration of environmental education in all levels in the school, in and out of the classroom In 1978, Miriam College started to offer Bachelor of Science in Environmental Planning, meant to produce graduates with skills of planning for people, with the environmental perspective The curriculum of BS Environmental Planning and Management of Miriam College adheres closely to its title It has always aimed at planning for human societies with the environmental perspective Thus it offers, besides the general science subjects required of all students, the courses: ecology, geography and earth sciences, environmental impact assessment, ecological monitoring, pollution science and technology, environmental planning and management IJSHE 3,3 294 research, regional planning and natural resources management, corporate environmental management, environmental law and seminar on environmental planning and management Other courses continue the delivery of needed planning knowledge and skills: cartography and analytical techniques, patterns of development, land use planning, community communications, qualitative methods and techniques, planning for economic sectors, urban planning, project implementation and management The degree program could well be titled BS sustainable development In 1993, masters programs were started: first Master of Science in Environmental Studies Then to meet the needs of teachers, it offered Master of Arts in Environmental Education, coupled with Master of Arts in Environmental Management geared specifically to government career officials and to address the lack of professionals in the environmental field Miriam College organized distance education graduate programs in the regions: Cebu, Leyte and Camarines Sur The PhD program in environmental studies and PhD in environmental education were launched in 1999, in partnership with other universities, for faculty and student exchange, as well as sharing of laboratory and library resources Miriam – PEACE (public education and awareness campaign for the environment), an outreach program, which aimed at promoting in society what it had been teaching, was born in 1996 It is composed of volunteers from the faculty, staff, alumni, students, parents, and friends, as well as from internal and external community Through fund raising activities of volunteers and students, the Environmental Education Center was inaugurated in 1998 to become the physical structure that would house the environmental programs of Miriam College The conversion of the Environmental Education Center to the Environmental Studies Institute is a significant development in Miriam’s environmental history Today the institute consolidates the academic, outreach, and research programs of the school Challenges for academia and sustainable development Academic institutions and environmental education networks such as EENP and PATLEPAM, as well as individual entities like Miriam College – ESI, have shown what academic institutions could accomplish in efforts at a paradigm shift toward sustainable development This it can in partnership with church groups and other civil society organizations In the Philippines where varied voices are heard, and various interests come to the fore, leadership and credibility are important concerns in sustainable development advocacy The college or university has become one of the strategic places to challenge existing approaches and develop alternatives for government and other practitioners in sustainable development It has the talents and expertise of distinguished professors and other experts It has the information on existing research, and it has access to information on a wide range of experiences, both locally and internationally Moreover, the university provides an environment that nurtures critical and independent critique of Higher education what government or business does Academia has also the advantage of the in the social acceptability, technical credibility and the moral ascendancy to broker Philippines and realize SD linkaging at various levels However, the university has inherent limitations in implementing SD projects Its main mandate is still teaching, research and some extension The 295 pressure of time between teaching and extension work could be strenuous There could be gaps between theory and practice when professors find it difficult to translate their knowledge into practical solutions or when they find it difficult to communicate effectively with their audience The experience of Miriam College is that successful community training could be achieved by adopting more participatory and adult learning approaches in course design and delivery as well as minimizing the content-focused didactic classroom format commonly used in the academy In the implementation of sustainable development projects in the communities, higher education can be more effective if it adopts a strategy of partnership The key strategy is to have partners who not only have the mandate, but the continuing local presence, full commitment and community acceptance to localize SD The university or college’s role would be to help define, evaluate, document, pilot, refine and promote the determinants for making such a model successfully operate and achieve results In the Philippines, it would help if the Commission on Higher Education (CHED) would really push for education for sustainability This it could if it takes concrete steps to show its commitment and put budget and a functioning department to monitor that all universities and colleges are integrating sustainable development concepts in their curriculum and campus culture One way is to incorporate indicators of sustainability in its standard assessment programs Another important step is to support centers of learning for sustainable development where faculty development, research and further training could be given full attention Conclusion Sustainable development cannot work properly in a milieu of poverty and deprivation Poverty is not only the cause of much of the environmental degradation found in many southern countries, but is also a root cause of illhealth, lower life expectancies and incapability to acquire proper education That the Philippines needs to develop economically is unquestionable That its environment needs salvation is likewise unchallengeable One cannot be sacrificed for the other There is general awareness of this need among decision makers There is also a significant sector in our society that defends the slow process of looking for ‘‘win-win’’ solutions to problems as opposed to the conventional approach where the primary indicator is economics, but which is unsustainable because of the long-term erosion of the natural resource base Much of the tension in our society is due to the clash of these two paradigms and their respective proponents IJSHE 3,3 296 Understanding the sustainable development paradigm requires broad and holistic thinking Education must train students to look at current realities and be able to respond to the multi-faceted aspects of these realities in order that future citizens of the global community can respond more effectively to the challenges of the changing planet Colleges must investigate their own modes of delivery of education to see to it that all their graduates will be able to participate in the pursuit of sustainable development in whatever field of specialization they choose In the Philippines, where literacy is 99 per cent and about 26 per cent of the population reach the collegiate level, we must fast-track the integration of sustainable development in our curriculum so that we may have greater reason to hope that a significant portion of the citizenry can internalize this vision Note Many of the discussions and observations in this section made use of secondary data from the documents of this congress (see EENP, 1996) References Environmental Education Network of the Philippines, Inc.(1996), ‘‘Greening of professions through environmental education’’, Proceedings of the 1st Philippine Congress on Tertiary Environmental Education, 23-25 October, Quezon City Padolina, W (1996), ‘‘Environmental engineering/education’’, paper presented at the 1st Congress on Tertiary Environmental Education, October Philippine Council for Sustainable Development (1997), Philippine Agenda 21, A National Agenda for Sustainable Development, PCSD, Manila White, R and Whitney, J (1990), ‘‘Cities and the environment: an overview’’, paper presented at a colloquium on Human Settlements and Sustainable Development, Toronto, June Further reading Philippines-Canada Development Fund (1999), End of Project Evaluation of the Environmental Security and Management Program, Evaluation Series No 4, PCDF, July